一、提问要诱发学生兴趣，忌直贵曲
设计问题应该在学生现有的知识积累基础上，在现有的逻辑思维水准下，换几个角度，凡问必曲。如：教学A Problem For The Detective（1）一课时，作如下一组问题设计：
1．Could you say something about Tom Goode and Mrs．Flower？
2．From the text can you infer what the relationship is between Mrs．Flower and Clare？
3，What did the story of the pet dog—Klegg show？
4．What did this sentence“Something somewhere smells funny”show？
5．From the last paragraph can we see how the detective was？
当然，也可对这一内容作如下的问题设计：
1．Who were Tom Goode，Clare Flower and Klegg？
2．Why was Mrs．Flower so rich？
3．Who was going to get the money？
4．What did Tom Goode know about Klegg？
5．Why did Tom Goode visit the detective？
相对而言，这种提问设计不利于对学生学习兴趣的激发，不利于对学生思维（尤其是发散性思维）能力的培养。
二、提问设计要设阶梯，逐级攀登
教学A Problem For The Detective（2）一课时，我们抓住学生“打破砂锅（问）到底”的心理逐层展开，步步深入，设计了以下几个问题：
1．How many people attended the meeting？Who was the unknown man？
2．What did the young woman want to do ？
3．What made Hope think of getting the money instead of Clare？
4．What was Mr．Coal‘s best proof that the girl was not Clare Flower？
5．Why did Tom Goode think that the money should belong to him？
6．What can we infer from the last paragraph？
7．How does this story sound？
这几个问题的设计基本包括了这一篇文章涉及的人物、环境和故事情节等，使学生思维在问题的坡度上步步升高，连续进行艰苦的活脑训练。
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